DOI: 
http://dx.doi.org/10.15293/1813-4718.2002.09
UDC: 
378.046.4
Tsybaneva Valentina Aleksandrovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Associate Professor of the Department of Methods of Teaching English and Business Communication of the Institute of Foreign Languages, Moscow City University, valentinatsybaneva@yandex.ru, Moscow
Seredintseva Anna Sergeevna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Associate Professor of the Department of Social Studies and Humanities, Volzhskiy branch of Volgogad State University, anna_seredinceva@mail.ru, Volzhskiy

Features of Developing an Additional Professional Program for English Teachers in View of their Professional Needs

Abstract: 
The problem of developing an additional professional program is being updated taking into account modern requirements for the professional competence of an English teacher. Particular attention is paid to the question of increasing the level of foreign language communicative competence of an English teacher. The purpose of the study is to analyze the professional deficits of teachers of the English language and to develop, on the basis of the diagnostics, an additional professional program aimed at satisfying the teaching needs of the teacher. Methodology and research methods. In the course of the study, we used the following methods: theoretical analysis of Russian and foreign psychological, pedagogical and methodological literature on the research problem; method of questioning and interviewing, conversation; pedagogical observation and generalization of pedagogical experience. Conclusion. The principles of teaching foreign languages to adults, which must be taken into account when teaching teachers of foreign languages, are analyzed. The conditions for the development of a foreign language communicative competence of an English teacher as part of training in an additional professional program are identified and argued. The priorities that must be considered when drawing up a training program for teachers of English are considered. The tools for assessing the performance of students (English teachers) are highlighted and characterized. Their role and significance in understanding and interpreting the results are shown, as well as the value of the study in developing an additional professional program that should meet the educational preferences and expectations of teachers.
Keywords: 
additional professional program, foreign-language communicative competence, a teacher of English, principles of adult education, professional deficits
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